4 fantastic ideas to integrate ICT in preschool today

By Michael Hilkemeijer

 

How one teacher transformed her practice using four simple activities?

When Emily joined the ICT in Education Teacher Academy, she had one Bee Bot and no clear direction. She wasn’t looking to become a tech expert—she just wanted some simple, ICT activities for preschoolers that were developmentally appropriate and engaging.

 

But what happened next was far more than she expected.

 

With the help of lesson plans, a structured workbook, and a supportive community, Emily didn’t just use ICT—she evolved how she taught. Here's how her journey unfolded through four fantastic activities.

 

 

 

Here Are the 4 Fantastic ICT Ideas That Transformed Emily’s Preschool Teaching

Each of the following ICT activities for early years started as a simple idea—but became a powerful catalyst for change in Emily’s practice. With each step, she moved from simply following plans to designing technology-rich experiences that supported child-led learning.

 

1. 🎨 Drawing with Programmable Toys

Activity Description:
Children attach markers to a Bee Bot and experiment with directional commands to create abstract art on cardboard. As they observe how movement translates into lines, they explore early programming concepts, creativity, and fine motor control. This hands-on experience promotes problem-solving and encourages reflection on cause and effect.

 

Where Emily began: Learning how to implement
Emily selected this activity because it matched the only tech she had. She downloaded the plan and followed it step-by-step. She introduced the Bee Bot, showed how to make it move, and observed as children created lines and patterns on cardboard​.

 

🪜 Transformation steps she took:

• Reflected using the workbook on how well the Bee Bot aligned with early learning goals like curiosity, fine motor development, and problem-solving (EYLF 4.5).

• Watched the foundational videos in the membership about building a digital pedagogy and integrating tech into play.

• Used the Classroom ICT Audit to match available tools with activity ideas.

• Posted a question in the community, asking for tips on managing group turns and adapting for non-verbal learners.

• Shared her first experience, then used member feedback to adjust timing and roles next time.

“It felt so basic—but it showed me that I could teach with technology in a way that supported real learning. That one lesson gave me the courage to try more.”

 

 

 

2. 🏙️ Bee Bot School Bus Circuit

Activity Description:
Children design a street layout using blocks and mats, then use a programmable toy like a Bee Bot to simulate a school bus route. With their photos placed at “bus stops,” children take turns giving directions, guiding the Bee Bot to pick up friends. The activity blends role-play, directional language, and early programming in a playful, socially connected way.

 

Where she went next: Adapting and personalising
Emily used the same Bee Bot, but this time she adjusted the plan. She added block-built streets and created real bus stop signs with children’s photos​

 

🪜 Transformation steps she took:

• Adapted the activity to match her group’s interests, linking it to morning routines and classroom maps.

• Used the Wisdom Tool to search for similar examples that used digital tools with role play.

• Posted her plan to the community and received ideas to layer in literacy—adding name tags and directional signs.

• Reflected using the critical thinking prompts in the workbook: Did children make predictions? Were they collaborating?

• Recorded observations, especially how children began giving each other instructions (“turn left at Sarah’s house!”).

 

“This wasn’t just a Bee Bot game anymore. It became a way for children to see themselves in the story—and use technology to build it.”

 

 

3. 🔍 QR Code Nature Hunt

Activity Description:
Children use tablets or smartphones to scan QR codes hidden in an outdoor area. Each code reveals digital content such as facts, sounds, or photos about nature. As they hunt, they build inquiry skills, practice using technology independently, and develop early digital literacy. The activity fosters curiosity, problem-solving, and environmental connection.

 

Where it all started coming together: Embedding ICT across experiences
Emily introduced mobile devices with the QR Code Nature Hunt​QR code nature hunt. This time, she wasn't just planning an ICT lesson—she was designing an experience that fused outdoor exploration, inquiry, and technology.

 

🪜 Transformation steps she took:

• Organised an outdoor lesson where children scanned codes to uncover facts about insects and weather.

• Used the lesson plan template in the workbook to map out cross-curricular goals (Science, Literacy, Digital Literacy).

• Modelled how to use the tablet safely, then stepped back to let children explore with minimal direction.

• Used the digital learning log in the workbook to track how technology was now part of inquiry—not separate from it.

• Joined a reflection thread in the membership, sharing how the experience supported independence and peer discussion.

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“They were leading the learning. Technology didn’t distract them—it helped them focus and discover.”

 

 

 

4. 🎙️ Outdoor Digital Storytelling

Activity Description:
Children explore their outdoor environment using audio recording apps to capture natural sounds. Back inside, they use tools like Book Creator to compile their sounds, drawings, and narration into original digital stories. This activity promotes oral language, creativity, and multimodal communication while encouraging a deeper sensory connection to nature.

 

Where Emily transformed her practice: Letting go of control
For the final activity, Emily introduced outdoor digital storytelling​Outdoor digital storyte…. Children recorded nature sounds and used Book Creator to narrate their stories.

 

🪜 Transformation steps she took:

• Facilitated a child-led experience, letting children record, narrate, and illustrate their stories.

• Shared the process with her centre staff, showing how this integrated technology, oral language, and nature play.

• Uploaded a mini case study into the membership community, outlining how the activity progressed and what children produced.

• Mentored a colleague who wanted to try the same project.

• Used the TPACK radar chart in the workbook to reflect on how far she had come—and how ICT now lived in her teaching, not beside it.

 

“I didn’t need to control every part of the lesson. My job was to make space—and technology gave them a voice.”

 

 

From Following to Facilitating: How Four ICT Activities Built Confidence—and TPCK

What truly transformed Emily’s practice wasn’t just downloading four great activities—it was how she used them to build deeper understanding of how technology, pedagogy, and content come together to shape rich learning experiences. This process is what the membership calls TPCK: Technological Pedagogical Content Knowledge.

 

Through implementing these four ICT activities for preschoolers, Emily’s growth unfolded as she explored and strengthened each part of the TPCK model—not by theory alone, but through hands-on classroom practice supported by the workbook and community.

 

Here’s how each activity played a vital role:

 

🎨 Drawing with Programmable Toys

Building Technological Knowledge (TK)

At first, Emily’s goal was simple: learn to use the Bee Bot effectively in her preschool classroom. As she followed the drawing activity, she explored how to program movements, guide the children’s input, and troubleshoot errors. She was developing technological fluency—not just for herself, but for her students.

 

• She used the ICT Audit in the workbook to assess what tools were available.

• She experimented with one feature at a time—marking lines, making turns, clearing memory.

• She shared her progress in the community, asking: “What’s the best way to get preschoolers to understand turning commands?”

 

This exploration helped her build confidence with the tool itself, which is the foundation of Technological Knowledge (TK).

 

“Learning how the Bee Bot worked helped me understand what my children needed from me. I became more confident—and so did they.”

 

🏙️ Bee Bot School Bus Circuit

Developing Technological Pedagogical Knowledge (TPK)

Emily didn’t just use the Bee Bot again—she redesigned the experience to support pedagogical goals. She created a school bus route using blocks, added name labels at bus stops, and invited children to narrate the journey aloud. She linked this activity to oral language development and turn-taking.

 

This is where she began strengthening TPK: learning how to use technology to support her teaching strategies.

• She reflected in her workbook: “How did the Bee Bot support peer interaction?”

• She adjusted group sizes, added question prompts, and explored how movement supported memory.

• She used the lesson plan adaptation template to document her changes.

 

Through the process, she realised technology wasn’t just a tool for ICT learning—it could support storytelling, communication, and social learning.

“The Bee Bot became a co-teacher. It helped my children explain, listen, and negotiate—all while having fun.”

 

🔍 QR Code Nature Hunt

Strengthening Technological Content Knowledge (TCK)

This was the first time Emily used mobile devices in her program. But she wasn’t focused on ‘tech skills.’ Instead, she used tablets to bring her science learning to life. Each QR code opened a digital window into the natural world—offering facts about insects, weather, or plants.

 

This is where TCK came into focus: using the right technology to deepen understanding of specific subject matter.

• She selected the activity from the 'Outdoor Learning' section of the membership.

• She aligned it with EYLF Outcome 2.4 (connection to the natural world) and Outcome 5.2 (accessing digital content).

• She used the Wisdom Tool to find an extension idea—where children could create their own QR codes.

 

Through this activity, Emily saw how technology could amplify science inquiry and observation, rather than distract from it.

“The QR codes didn’t replace nature—they made the children more curious about what they were seeing.”

 

🎙️ Outdoor Digital Storytelling

Mastering TPCK Integration

By the time Emily introduced the digital storytelling project, she was no longer focused on the technology alone. She saw how sound recording apps, nature play, and literacy outcomes could be combined into a child-led experience. This was TPCK in full bloom.

 

• She facilitated the learning—not delivering it.

• She used Book Creator to help children arrange sounds, draw illustrations, and record narrations.

• She captured observations in her workbook’s TPACK Reflection section: “How did this activity allow children to combine what they know, feel, and want to express?”

 

She also uploaded her lesson documentation and child-created stories in the membership community—contributing back to the growing bank of shared expertise.

 

This was transformation. And it wasn’t about doing something fancy—it was about knowing why she was using technology, and how it could empower her children’s thinking, expression, and voice.

“This was the moment I realised: I wasn’t teaching technology—I was teaching through it.”

 

How the Membership Supported This Transformation

Emily’s story reflects what many educators experience inside the ICT in Education Teacher Academy: transformation that starts with a single step and grows through application, reflection, and shared learning.

 

Through the workbook and resources, Emily was able to:

• Apply each component of TPCK across four distinct activities.

• Use the Wisdom Tool to find solutions and adapt activities to her setting.

• Reflect on her growth using TPACK-aligned templates and success story prompts.

• Participate in a community of practice that helped her go further than she could have alone.

 

Every lesson plan in the membership is designed not just to “use technology,” but to help members build capacity in how technology, content, and pedagogy fit together.

 

Your Next Step in the TPCK Journey

Emily’s path didn’t require flashy tools or complex programs. What she had was structure, support, and the confidence to take each activity a little further.

You can begin the same way—with one tool, one activity, and a clear path forward.

🔗 Want to try the activities Emily used and build your own TPCK journey? Join the ICT in Education Teacher Academy today and begin transforming your teaching, one lesson at a time.